The science of reading is a body of research that has been accumulating, converging and replicating itself for over forty years regarding reading acquisition. Structured literacy is the evidence based approach to teaching reading that serves the majority of learners. These findings have been corroborated by research in the fields of cognitive psychology, communication sciences, developmental psychology, education, implementation science, linguistics, neuroscience and school psychology. This has provided an overwhelming consensus of research about reading acquisition and the most effective ways to teach reading. This research shows that a structured literacy approach is vital for students with dyslexia and other reading related difficulties AND when differentiated is beneficial for ALL learners. It is beneficial for our neurodiverse learners, our culturally and linguistically diverse learners, and our racially diverse learners. A teacher who understands the science behind reading and second language acquisition is better able to assess and teach to the literacy needs of second language learners. To quote Dr. Irvin Brown of the International Dyslexia Association Oregon Branch, this knowledge is "the why and the how" of teaching reading.

With this knowledge, teachers are more equipped to identify the similarities and differences between the speech sounds and written symbols of each language and target instruction where needed. They are better able to acknowledge dialectal variations to inform culturally and linguistically relevant assessment and instruction. They are more equipped to collaborate with other teachers and school professionals to support a child's literacy across services. They are better equipped to rely on effective teaching approaches and a deep knowledge of language and reading acquisition rather than relying on rotating curriculums to inform their instruction. Research tells us that even the five percent of learners who often acquire reading skills with little or broad instruction benefit from a structured literacy approach. Therefore, a general education classroom with a teacher who is trained in the science of reading and second language acquisition and uses a structured literacy approach, is a classroom far better prepared to provide increased inclusion and educational equity for all learners.

While collaboration amongst teachers in our schools is a highly recommended best practice, many university level teacher trainings currently exist in separate silos. Yet, all departments must collaborate and share accountability to address this issue. This is not just a special education issue. This is not just an English for Speakers of Other Languages (ESOL) issue. This is not just a reading specialist issue. This is a Tier 1, core classroom, general education issue. ALL educators need this knowledge to teach our students to read and must collaborate across specializations both in training and in practice. Universities have a responsibility to provide this training and to provide our students with qualified teachers that are trained to teach ALL students to read using what research tells us works.